The number of people learning English as a second or foreign language has increased
dramatically over the last two decades. Many of these second language learners are
university students who must attain very sophisticated academic skills. To a great extent,
their academic success hinges on their ability to read a second language. This multiplecase
study investigated first language (LI) and second language (L2) reading strategies in
academic settings. The study drew on Bernhardt's (2000) socio-cognitive model of
second language reading. Five Chinese students in a graduate program in Teaching
English as a Foreign Language (TEFL) volunteered to participate in the study. A
combination of data collection techniques was employed including think-alouds,
interviews, learning logs, classroom observations, course materials, and the participants'
reading samples. The results showed that there were similarities and differences between
LI and L2 reading strategies. Although evidence was found supporting the view of
cognitive universals and socio-cultural constraints, individual differences at the cognitive
level and similarities across cultures were also identified. The findings of this study
indicate that the comparison between LI and L2 academic reading should take into
consideration the similarities and differences at both cognitive and cultural levels.
Implications are discussed in relation to the construction of an L2 transfer model as well
as the delivery of L2 reading instruction.